Schools Concert Plus Teachers Resource Pack
|
|
- Agnes Ray
- 5 years ago
- Views:
Transcription
1 Schools Concert Plus Teachers Resource Pack
2 Introduction On Monday 14 January Birmingham Contemporary Music Group will present the second annual Schools Concert at the CBSO Centre, following the huge success of last year s new initiative. Concert Programme New York Counterpoint Three Pieces Derive Wynter Music That Man s Talking Nonsense upon one note Improvisation Steve Reich Igor Stravinsky Pierre Boulez Philip Cashian Peter Wiegold Oliver Knussen Peter Wiegold The Composers Peter Weigold Oliver Knussen Pierre Boulez Igor Stravinsky Steve Reich Phil Cashian The Resource Pack Aims: o To support children and teachers attending BCMG s Schools Concerts o To help children and teachers gain a deeper understanding of the music and of how to use thepieces as a stimulus for classroom activities o To encourage children to think like composers o To introduce young people to contemporary music Birmingham Contemporary Music Group BCMG is one of the world s leading new music ensembles and was formed by musicians from the City of Birmingham Symphony Orchestra. The Group is devoted to the performances of new music and has commissioned and performed almost one hundred world premieres of new works by today s leading composers. The CBSO Centre
3 General warm-up games At the start of a music session it is often a good idea to do some warm-ups. These encourage the group to listen and work as a team. They also help develop musical skills and introduce musical concepts. Assume unless otherwise stated all warm-ups should be done in a circle. Follow Me (developing watching and co-ordination skills) 1. Stand with the children in a circle. Ask the children to follow what you do all the movements and all the sounds you make. Go through a range of movements and sounds. For example: - Clap your hands and fingers - Slap or tap your head, knees, tummy etc. - Scratch your head - Click your fingers - Stamp your feet - Make different vocal sounds to match movements.aaaah, ssssss, beep, whoosh, etc. 2. The children must follow you exactly and change when you change sound or action as well as performing it at the same speed and dynamic. 3. When the children have played this game a few times ask them to lead the movements for everyone else to copy. 4. A variation of this game is to ask the children not to change action or sound when you do but to wait until you say the word change. Circle Clap (developing control skills) 1. Send a clap around the circle. Each child claps just once. 2. Send a new sound around the circle e.g. sshhh. Send it in the reverse direction. 3. Send one sound in one direction and send the other sound in the other direction. Name Game (inventing gestures and sounds) 1. Ask the children to say their name out loud. 2. As they say their name ask them to make a physical gesture or movement at the same time. Encourage the children to say their name confidently and loudly. 3. Go around the circle and after each child says their name with the movement, everyone copies exactly what they did. 4. Now ask the children to do the gesture without saying their name and tell them to find a new vocal sound that would go well with the movement. 5. Go around the circle again, this time copying the new sounds with the gestures.
4 Magic Finger (developing creative imagination and a sense of relative pitch - high and low -and contour) 1. Ask the children one at a time to create a shape in the air with their finger, at the same time vocalising the shape i.e. if they go up their voice goes up, if they go down their voice goes down. You will need to model this first. 2. As it moves from child to child the children should touch fingers to pass the magic on. The idea is that the sound does not stop all the way around the circle. Don t Clap That One Back (developing listening, rhythm and team skills) 1. Clap a four-beat rhythm and ask your class to clap it back immediately as an echo. 2. At some point clap the rhythm of the words don t clap that one back which goes: Long, long, short, short, long 3. Set up a rule that whenever the children hear that particular rhythm pattern they remain silent. 4. If any child claps by mistake, you score a point, if nobody claps the class scores a point. 5. First to three points wins!! 6. As it is a listening game you can also add rules which prohibit any visual signals or play the game with your eyes shut. Riff Circle (developing rhythm and listening skills) 1. Using either clapping or unpitched percussion instruments set up a steady beat. 2. Ask each child to think of a 4 beat pattern that goes with the beat. 3. Go around the circle and listen to each child s pattern once while you keep the beat going. 4. You can develop this activity by building up the patterns. When each child starts playing they continue the pattern over and over again (ostinato), making sure they keep the rhythm steady. 5. Alternatively, ask the children to split into smaller groups and create their own riff circle with one child keeping the steady beat. 6. Try the same activity with some pitched percussion using a pentatonic (5-note) scale.
5 Composing, Performing and Listening Music involves many different kinds of activities, each important in developing the musical experience, understanding and awareness of the children. Here is a breakdown of the key elements and features of each aspect of Composing, Performing and Listening. You will notice there are many overlapping ideas as many musical activities combine aspects of all three: What is the Listening Process? What is the Performing Process? What is the Composing Process? Different Approaches Make an overview or timeline Spot connections Notice contrast Music close up Team work Different roles Developing accuracy Communication Generate musical ideas Develop musical ideas Select and order musical ideas Communicate musical ideas Specific features Structure Placing of musical objects Similarites Shapes/patterns Variations Texture Mood Single musical ideas Gestures Development of an idea Watching Listening Interacting Solo Background 2-way conversations Responding Synchronisation Conductor Rehearsing Levels of attention Awareness Listening Performing to an audience Responding Listening Visual stimulus Rhythmic stimulus Listening stimulus Language stimulus Use imagination Create variations Different roles Multiple perspectives Listen to existing material Create a structure Refine ideas Reveal a musical idea gradually Draw a graphic score Conduct Perform Interact with an audience For listening activities any music is appropriate use a range of CDs, live performances and the children s own work to listen to. Performing is an integral part of making music. Make performances in the classroom special, by recording regularly and also by encouraging children to be a good audience. Composing is sequential with layers of activity. Usually you will need to generate, then develop, select and order before you communicate your newly composed piece.
6 Case Study No. 1 Stravinsky Three Pieces for String Quartet: second movement The Second Movement is a portrait of a clown Little Tich who Stravinsky encountered at a London music hall. Stravinsky said of his piece; the jerky movement, the ups and downs, the rhythm even the mood or joke of the music- was suggested by the art of this great clown The movement is built entirely from five distinctive musical gestures which repeat throughout the music. As the piece progresses some of the gestures are overlapped with others and ideas are developed and extended inventively, but without ever losing their character and always remaining instantly recognisable. Resources: A4 paper and pencils, a range of pitched and unpitched instruments, CD player and Stravinsky track. GENERATING MUSICAL IDEAS 1. Play the second movement of the Stravinsky all the way through. Ask the children if they can remember any musical shapes they heard, and if they can show that shape either with their voice or by moving. 2. There are 5 clear musical gestures in this music: - the opening loud slide down - plucking (pizzicato) - a short lyrical melody going up then down - loud dramatic stabs - frantic fast movement 3. Divide the children into groups of 4-6. Ask each group to create a movement inspired by the different gestures in the music. Remind them to respond to the shape of the phrase, the attack, the mood, the dynamics, and to use their whole bodies. 4. Choose one group for each of the gestures and play the music again. This time tell the children to do their gesture whenever they hear it in the music. 5. Now ask the children to find a way to draw the group s musical gesture on an A4 sheet, using ideas from their movements. Keep the drawing simple and bold, with one main idea.
7 6. Using these graphics, ask the children to create a new sound in their groups, using instruments. (You may decide to swap the graphics for each group.) They have now generated their own original musical ideas inspired by the Stravinsky and responding to the music through movement and drawing and composing. Alternative Examples Use another piece of music that has similar clear blocks of contrasting ideas like Messiaen s L Alouette Calandrelle from Catalogue d Oiseaux (piano) or Stravinsky s Symphonies of Wind Instruments. DEVELOPING MUSICAL IDEAS Using the new musical gesture they have just made up, talk to the children about how they can develop this idea (see the Mind Map for more information on how to develop musical ideas in different ways). In their groups ask the children to come up with two completely different versions of their initial idea, e.g. one version could be fast with everyone repeating the gesture 4 times, the other version could be layered with each person playing the gesture in canon, starting quietly and getting louder. Ask each group to play their original gesture with the two new versions to the rest of the class. Encourage good teamwork by watching and listening to each other carefully. Now listen to a different piece of music that contrasts with the Stravinsky, e.g. Boulez Derive 1, and make a new graphic symbol inspired by this music (see Case Study 5). Extension: ask the children to each create a completely new graphic symbol that hasn t been seen so far. Remind them to keep the design as simple as possible. SELECT and ORDER MUSICAL IDEAS 1. Using the graphic symbols they have in the group, ask the children to select 3 or 4 symbols which they will use to create a new group piece. Make sure the graphic symbols are well contrasted. 2. Ask the children to create music for each symbol. Remind the children to make their music strongly characterised and well contrasted. 3. Tell the children to think about the order of the musical ideas, and remind them that, like Stravinsky, they can overlap and develop their ideas. 4. Encourage the children to try things in different orders and select the most effective version. COMMUNICATE 1. Give each group a long strip of wallpaper paper to draw the score of their piece. 2. Perform and record each group piece. Extension: Use these group pieces as accompaniment to dance work, either using the recordings or with live musicians for each group of dancers.
8 Case Study No. 2 Philip Cashian Wynter Music Wynter Music is a solo line for violin accompanied by a group of other instruments which provide a background texture, sometimes imitating the violin and responding to it in different ways. It was inspired by Green Confluence, a painting by Bryan Wynter (1974). Resources: a range of tuned percussion, A4 paper, pens GENERATING MUSICAL IDEAS Show the children Green Confluence by Bryan Wynter. Talk to them about what kinds of shapes they can see. Ask them about the colours in the picture and discuss which shapes/lines are in the foreground or in the background. In pairs, ask the children to select one of the lines on the painting each and to draw their own version of that single line on the paper. Using these lines, tell each pair to find a melody that has the same shape of ups and downs, ins and outs. DEVELOPING MUSICAL IDEAS 1. Put the pairs into groups of 4 and ask the children to combine their melodic ideas. Explain that one line will be in the foreground, i.e. more visible/audible, with the other in the background. Encourage the children to experiment with different ways of solving this problem, e.g.: - foreground melody is louder - background melody is slower - foreground melody repeats - background meldoy is always responding to foreground 2. Play through each version and ask the children listening to explain what the relationship was between the two melodies who was playing the foreground/background melody? SELECT and ORDER MUSICAL IDEAS 1. Now tell the children to swap roles in their group, so the background melody becomes the foreground and vice versa. Ask them to try to find a different way of making one melody stand out more than the other. 2. Using these two different versions and the individual lines themselves, ask the children to compose a piece that interweaves the lines, just as the painting does. Remind them to try different orders and choose the version that sounds most interesting.
9 COMMUNICATE 1. The group will need to organise themselves well to move from one section of the music to the next. They may do this by counting carefully, or by having one of their group as a conductor, or by making a score they can follow. 2. Ask the group to think of a title for their piece, and perform it to the class. Extension: Ask the children to paint their piece in the style of Bryan Wynters, choosing a colour palette that matches the mood of the music. For more paintings by Bryan Wynter see Tate online; Case Study No. 3 Steve Reich New York Counterpoint New York Counterpoint is a piece for clarinet solo and tape. The tape part is recorded by the performer themselves playing 10 other versions of the same piece on clarinet and bass clarinet. Steve Reich uses repeated rhythms and fragments of melody to create an amazing jigsaw of sound that is constantly shifting and altering in different ways, creating a mesmerising effect.
10 Resources: Unpitched percussion and a range of pitched percussion using a pentatonic (5-note) scale, e.g. C D E G A GENERATING MUSICAL IDEAS 1. Divide the children up into a mixture of group sizes of 2, 3, 4 and Give each group a set of instruments, either pitched or unpitched. 3. Ask the children to sit in a small circle (3s, 4s, 5s) or opposite each other (2s). 4. Using their instruments tell the children to play on one beat each, making the first beat the strongest in the group. Ask the children how they can do this, e.g. by using the loudest instrument, or the lowest or highest pitch, or playing the other beats more quietly. 5. Ask the groups of 2 to play together, then the 3s, then the 4s and then the 5s. Make sure everyone is playing at the same speed as each other, and not speeding up. DEVELOPING MUSICAL IDEAS 1. Now the groups are going to make their patterns a bit more complex. Keeping the first beat the same as before, can they make a pattern that divides the beats up? 2. Ask one group to demonstrate. Keep the person on the first note doing a single beat. Then ask the other children to divide their beat up, either into two or three, e.g. could become: 3. Listen to each group s new pattern.
11 SELECT and ORDER MUSICAL IDEAS 1. Listen through to the new versions. Organise the groups in different ways, e.g: - each group plays in sequence, one after the other all the 2s play twice through, then the 3s twice through, then the 4s, etc. start and stop different groups with a conductor, layering different patterns on top of each other Play all the unpitched patterns first, then the pitched patterns 2. Talk to the class about which versions sounded most interesting. Discuss how you might start and end the piece with all the groups involved in a whole class composition. COMMUNICATE 1. Ask different children to conduct a version of the piece. Talk about how the structure will work first, so everyone knows what to expect. 2. Make a chart showing how the music is structured. This can be used as a score. Extension: Put a pentatonic instrument in the centre of the circle. Explain to the children that at certain points in the music someone can come into the circle and perform a solo. This can be much freer than the very strict repeating ostinato patterns in the rest of the group. Tell the children that if someone leaves their group to play a solo they must leave a rest (a gap of one beat) in their pattern. Case Study No. 4 Stravinsky Three Pieces for String Quartet: first movement The first movement has 4 separate lines of music running through it, each different from the others but combining to make a whole piece which bubbles with energy. Resources: A range of pitched and unpitched instruments, CD player and recording of the Stravinsky, paper and pens. GENERATING MUSICAL IDEAS 1. Listen to the first movement of the Stravinsky. Ask the children to listen for different roles being taken by the different instruments. Make sure they notice each one: - Viola holds a drone continuously Violin 1 plays a melody cello plays an ostinato continuously violin 2 interjects occasionally with the same pattern each time but in different places each time
12 2. Talk about each how each instrument relates to the others.divide the children into groups of 3. Ask one pair in the group to create a drone (pitched), and the other pair to make a repeating ostinato pattern (pitched or unpitched). 4. Now ask the group to make up a solo melody for one person to play. Explain that they can only use 3 or 4 notes for the melody, but they can repeat notes as much as they like. Ask them to write down the melody using letter names or manuscript. 5. Tell each group to start with the drone, then add the ostinato, then add the melody. Listen to each group play their ideas through. SELECT and ORDER MUSICAL IDEAS th 1. Ask the children to think about a 4 musical idea that will respond to the melody. Let them decide how the melody and the response will be organised. 2. Now ask the children to think about how to organise all 4 parts in their group. Explain that they can decide which part starts and finishes the music. Remind them to try different versions and choose the one that is most musical. COMMUNICATE MUSICAL IDEAS Perform each group piece. Ask the children listening to identify who has which role in the group. Case Study No. 5 Pierre Boulez Derive 1 Derive 1 is all about texture and colour, with different insturments fluttering and combining to create a shimmering soundworld. Resources: a blindfold, large paper, pencils, cardboard L shapes or frames, cd player and recording of Derive 1 GENERATING MUSICAL IDEAS 1. Give out large plain paper and pencils. Ask the children to shut their eyes or put on blindfolds. As they listen to the recording of Derive 1 tell them to draw the shapes of the sounds of the music that they hear. 2. Look at the shapes drawn and give out card frames of different shapes. Ask the children to use the frame to show the most interesting part of their drawing. 3. Taking this as a starting point, create a musical texture that matches the shapes drawn. Extension: Make an unpitched version, then a pitched version of the music. In the pitched version try using different, unusual combinations of notes to create different moods.
13 Turn upside down Change the rhythm Extend Layer Add Musical Idea Mix together Play backwards repeat Blend Change Pitch Change note order G B D or B D G Change the timbre (instrumental colour) Change the texture
14 Schools Concert Plus has been made possible with generous support from; Birmingham City Council Creative Future Award, City of Birmingham Orchestral Endowment Fund, Arts Council England, Grantham Yorke Trust, The Douglas Turner Trust, The William A Cadbury Charitable Trust, The Coutts Charitable Trust
15
Transformations! BCMG Schools' Concerts Resource Pack 2011
Transformations! BCMG Schools' Concerts Resource Pack 2011 Introduction In February 2011 Birmingham Contemporary Music Group presented its fifth annual Schools Concerts conducted at the CBSO Centre, following
More informationFoundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to:
Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: PERFORM (Singing / Playing) Active learning Speak and chant short phases together Find their singing
More informationBite-Sized Music Lessons
Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were
More informationA to Z BCMG Schools Concerts 2006
A to Z BCMG Schools Concerts 2006 Resource Pack A Introduction On 8 December 2006 Birmingham Contemporary Music Group presented its first ever Schools Concerts at the CBSO Centre. Young people were introduced
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More informationProgress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2
Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)
More informationSymphony No 10, Mvt 2 by Dmitri Shostakovich
Symphony No 10, Mvt 2 by Dmitri Shostakovich PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel
More informationConcerto for Turntables and Orchestra, Mvt 5 by Gabriel Prokofiev
Concerto for Turntables and Orchestra, Mvt 5 by Gabriel Prokofiev PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern
More informationMambo by Leonard Bernstein
Mambo by Leonard Bernstein PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach Background
More informationScheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds
Year 1 Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds This unit develops children's ability to identify different sounds and to change and use sounds expressively in response to a stimulus.
More informationSUBJECT VISION AND DRIVERS
MUSIC Subject Aims Music aims to ensure that all pupils: grow musically at their own level and pace; foster musical responsiveness; develop awareness and appreciation of organised sound patterns; develop
More informationEssentials Skills for Music 1 st Quarter
1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationA series of music lessons for implementation in the classroom F-10.
A series of music lessons for implementation in the classroom F-10. Conditions of Use These materials are freely available for download and educational use. These resources were developed by Sydney Symphony
More informationDepartment Curriculum Map
Department Curriculum Map 2014-15 Department Subject specific required in Year 11 Wider key skills Critical creative thinking / Improvising Aesthetic sensitivity Emotional awareness Using s Cultural understing
More informationSkill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow
Borough Green Primary School Skills Progression Subject area: Music Controlling sounds Take part in singing. Sing songs in ensemble following Sing songs from memory with Sing in tune, breathe well, pronounce
More informationLeicester-Shire Schools Music Service Unit 3 Rhythm Year 3
Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3 In this unit, children get to experience of a lot of creating and performing parts in small groups. They will also explore how rhythms can be
More informationBite-Sized Music Lessons
Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were
More informationSample assessment task. Task details. Content description. Year level 7
Sample assessment task Year level 7 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content
More informationMusic Skills Progression. Eden Park Primary School Academy
Music Skills Progression Eden Park Primary School Academy In order to ensure broad and balanced coverage, we follow these principles: Within each phase, music is a driver for at least 3 Learning Experiences
More informationMusic. Curriculum Glance Cards
Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationPlanning for a World Class Curriculum Areas of Learning
Planning for a World Class Curriculum Areas of Learning Languages English and MFL Mathematics Mathematics Science and Technology Science, Design Technology and Computing Humanities RE, History and Geography
More informationShort Ride in a Fast Machine by John Adams
Short Ride in a Fast Machine by John Adams PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel
More informationGrade 3 General Music
Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationSymphony No 5 by Ludwig van Beethoven
Symphony No 5 by Ludwig van Beethoven PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach
More informationMusic Policy Round Oak School. Round Oak s Philosophy on Music
Music Policy Round Oak School Round Oak s Philosophy on Music At Round Oak, we believe that music plays a vital role in children s learning. As a subject itself, it offers children essential experiences.
More informationMusic Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationMusic Curriculum Glossary
Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationZadok the Priest by George Frideric Handel
Zadok the Priest by George Frideric Handel PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel
More informationUnit Outcome Assessment Standards 1.1 & 1.3
Understanding Music Unit Outcome Assessment Standards 1.1 & 1.3 By the end of this unit you will be able to recognise and identify musical concepts and styles from The Classical Era. Learning Intention
More informationLeicester-Shire Schools Music Service Unit 4 Pitch Year 5
Leicester-Shire Schools Music Service Unit 4 Pitch Year 5 In this unit, children listen to a wide range of music, including some pieces which are from the genre minimalism. These pieces act as inspiration
More informationAinthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014).
Ainthorpe Primary School Music Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School - National Curriculum 2014 for Music Long Term Plan. An overview of Music Ainthorpe Primary
More informationNight on a Bare Mountain by Modest Mussorgsky
Night on a Bare Mountain by Modest Mussorgsky PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationFirst Steps. Music Scope & Sequence
Performing: Singing and Playing The use of a range of instruments to perform individually and as part of an ensemble for an audience in formal and informal settings; the voice is the most immediately available
More information2ca - Compose and perform melodic songs. 2cd Create accompaniments for tunes 2ce - Use drones as accompaniments.
Music Whole School Unit Overview and Key Skills Checklist Essential Learning Objectives: To perform To compose To transcribe To describe music Year 3 National Curriculum Unit Rhythm the class orchestra
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationMusic. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS
Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationSpecialist Music Program Semester One : Years Prep-3
Specialist Music Program 2015 Semester One : Years Prep-3 Music involves singing, playing instruments, listening, moving, and improvising. Students use and modifying the musical elements they learn to
More informationSubject: Music Class: Pineapples Unit: 12 Dragon Scales Date: Spring Second half-term focus:
Foundation subject planner Subject: Music Class: Pineapples Unit: 12 Dragon Scales Date: Spring Second half-term 2014 Communication/ literacy focus Application of number focus ICT focus Working with others
More informationTeacher: Adelia Chambers
Kindergarten Instructional Plan Kindergarten First 9 Weeks: Benchmarks K: Critical Thinking and Reflection MU.K.C.1.1: Respond to music from various sound sources to show awareness of steady beat. Benchmarks
More informationMusic Progression Map
Music Progression Map On website Subject Name: Music Vision (taken from National Curriculum) Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education
More informationMars by Gustav Holst
Mars by Gustav Holst PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach Background The
More informationMusic Tech Lesson Plan
Music Tech Lesson Plan 01 Rap My Name: I Like That Perform an original rap with a rhythmic backing Grade level 2-8 Objective Students will write a 4-measure name rap within the specified structure and
More informationMusic Curriculum Map Year 5
Music Curriculum Map Year 5 At all times pupils will be encouraged to perform using their own instruments if they have them. Topic 1 10 weeks Topic 2 10 weeks Topics 3 10 weeks Topic 4 10 weeks Title:
More information2010 HSC Music 2 Musicology and Aural Skills Sample Answers
2010 HSC Music 2 Musicology and Aural Skills Sample Answers This document contains sample answers, or, in the case of some questions, answers could include. These are developed by the examination committee
More informationCurriculum Overview Music Year 9
2015-2016 Curriculum Overview Music Year 9 Within each Area of Study students will be encouraged to choose their own specialisms with regard to Piano, Guitar, Vocals, ICT or any other specialism they have.
More informationMUSIC CURRICULM MAP: KEY STAGE THREE:
YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)
More informationIveson Primary School Year 1 Subject - Music
Year 1 Subject - Music Singing - linked to Magical Me topic focus - character and body songs Take part in singing, accurately following the melody. Follow instructions on how and when to sing. Make and
More informationWest Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations
Curriculum Foundations Important Ideas & Understandings Significant Strands Significant Skills to be Learned & Practiced Nature of the Human Experience Making connections creating meaning and understanding
More informationAbdelazer - Rondeau PRIMARY CLASSROOM LESSON PLAN. Written by Rachel Leach
Abdelazer Rondeau PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach Background The
More informationLeicester-Shire Schools Music Service Unit 3 Rhythm Year 1
Leicester-Shire Schools Music Service Unit 3 Rhythm Year 1 In this unit, children will explore how words and their syllables can be used to create rhythms and help maintain a pulse. Physical actions and
More informationYEAR 5 AUTUMN 1. Working with pentatonic scales
Curriculum objective To create and compose music. To understand and explore the interrelated dimensions. Lesson objectives To compose a piece based on a pentatonic scale. Resources A range of classroom
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will
More informationGrade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationUnit summary. Year 9 Unit 6 Arrangements
Year 9 Unit 6 Arrangements Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Arrangements Learning how to analyse and explore common processes,
More informationHabits of a Successful STRING ORCHESTRA. Teaching Concert Music and. Christopher R. Selby. GIA Publications, Inc. Chicago
Habits of a Successful STRING ORCHESTRA Teaching Concert Music and Achieving Musical Artistry with Young String Ensembles Christopher R. Selby GIA Publications, Inc. Chicago Think about your last concert
More informationInstrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
More informationOverview of Content and Performance Standard 1 for The Arts
Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811
More informationPower Standards and Benchmarks Orchestra 4-12
Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:
More informationMusic overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes
Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.
More informationWhole School Plan Music
Whole School Plan Music Introductory Statement The staff of Scoil Bhríde have collaboratively drawn up this whole school plan in Music. This plan is for the information of teachers, others who work in
More informationGustav Holst The Planets project for Key Stage 2
Gustav Holst The Planets project for Key Stage 2 This resource is designed to help you and your class use Gustav Holst s The Planets suite in the classroom. We have found that by working in a creative,
More informationEnd of Key Stage Expectations - KS1
End of Key Stage Expectations - KS1 The Interrelated Dimensions of Music Pulse (duration) - steady beat Rhythm (duration) - long and short sounds over a steady beat Pitch - high and low sounds Tempo -
More informationGet Your Year Orff & Running
Get Your Year Orff & Running Elementary Music Workshop Arkansas ACDA Little Rock, Arkansas July 20, 2016 8:30-10:30 a.m. Joshua Block Joshua.Block@asu.edu Joshua Block Joshua.Block@asu.edu 2 Name Shapes
More informationHINSDALE MUSIC CURRICULUM
HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: First Grade STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing independently, on pitch and in rhythm, with diction and
More informationBite-Sized Music Lessons
Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were
More informationOskaloosa Community School District. Music. Grade Level Benchmarks
Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop
More informationRodeo - Hoedown by Aaron Copland
Rodeo - Hoedown by Aaron Copland PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach
More informationGreenwich Music Objectives Grade 2 General Music
All students are required to take general music one hour per week. The annotations (e.g. *6c,*1d) in the curriculum are based on the National/Connecticut Standards. For example, *6c indicates content standard
More informationKey stage 2 Music scheme of work
Key stage 2 Music scheme of work Outline Autumn term 1st half Autumn term 2nd half Spring term 1st half Spring term 2nd half Summer term 1st half Summer term 2nd half Junior music Jack and the Beanstalk
More informationGFS Music Medium Term Plan Year 8 AUTUMN
GFS Music Medium Term Plan Year 8 AUTUMN Skills/Themes/Strand: Basic ensemble performance Topics: Descriptive music Fertile question: How can the musical elements be used to alter the mood of a piece?
More information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationYear 7 Curriculum Overview Subject: Music
Year 7 Curriculum Overview Baseline assessment. Understanding Music Rhythm. Elements of Music: Tempo, Texture, Structure, Rhythm, Dynamics. Baseline Assessment Performing Rhythms Composing Rhythms Performance
More informationTrumpet Concerto, Mvt 3 by Joseph Haydn
Trumpet Concerto, Mvt 3 by Joseph Haydn PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel
More informationKNES Primary School Course Outline Year 4 Term 1
KNES Primary School Course Outline Year 4 Term 1 Music Term Overview During this term Year 4 students will learn about the different places and ways Tudors made music. This unit takes a historical starting
More informationAnthology of Fantastic Zoology Sprite; A Bao A Qu By Mason Bates
Anthology of Fantastic Zoology Sprite; A Bao A Qu By Mason Bates SECONDARY CLASSROOM LESSON PLAN For: Key Stage 3 in England, Wales and Northern Ireland Third and Fourth Level, S1-S3 in Scotland Written
More informationEnigma Variations Theme (Enigma), Variations 11 (G. R. S.), 6 (Ysobel) & 7 (Troyte)
Enigma Variations Theme (Enigma), Variations 11 (G. R. S.), 6 (Ysobel) & 7 (Troyte) PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage
More informationPopular music of the 20 th and 21 st centuries. Film music
Popular music of the 20 th and 21 st centuries Film music Film music! Music is often used to accompany a scene in a film.! In the early 20 th century, when films had no sound (silent movies) it was common
More informationDies Irae & Tuba Mirum by Giuseppe Verdi
Dies Irae & Tuba Mirum by Giuseppe Verdi PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel
More informationLife After Levels Meaningful Musical Assessment in a Post Level Landscape
TeachMeet: Life After Levels Meaningful Musical Assessment in a Post Level Landscape Tuesday 7 th March 2017 Preston Manor School Today s TeachMeet: 1) Welcome from Keir Crawley Head of Performing Arts
More informationMUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION
MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION Music Strands Developing practical Knowledge in Music Developing ideas in Music Communicating and interpreting
More informationStratford School Academy Schemes of Work
Page 1 of 8 Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 6 weeks Students will revise and
More informationGrade 4 General Music
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to
More informationYears 3 and 4 standard elaborations Australian Curriculum: Music
Purpose The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. These can be used as a tool for: making
More informationPlaying Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette
BOE Approval MUSIC DEPARTMENT COURSE SEQUENCE: 3 rd Grade General Music TOWNSHIP OF OCEAN SCHOOLS CONCEPTS Elements of Music Rhythms Beat (Meter and Time Signatures) Music Symbols Rhythmic Notation Pitch/Melody
More informationHaydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces
Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper
More informationMOLLY ON THE SHORE PERCY GRAINGER. Performed by Queensland Symphony Orchestra Secondary Showcase Song to Symphony 5 March 2015
MOLLY ON THE SHORE PERCY GRAINGER Performed by Queensland Symphony Orchestra Secondary Showcase Song to Symphony 5 March 2015 The resource content has been designed as teaching notes and activities for
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationJump Jam Jiggle! Gustav Holst. Arranger and Presenter, Kate Page Musicians of the West Australian Symphony Orchestra
! Jump Jam Jiggle! Featuring excerpts from The Planets Gustav Holst Arranger and Presenter, Kate Page Musicians of the West Australian Symphony Orchestra Presented as part of the 2018 Homegrown Festival
More informationKindergarten Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationGENERAL MUSIC 6 th GRADE
GENERAL MUSIC 6 th GRADE UNIT: Singing The student - Establishes Singing Voice differentiates between singing and speaking voice participates in class singing - Matches Pitch sings in unison sings alone
More informationHabanera and Toreador Song from Carmen by Georges Bizet
Habanera and Toreador Song from Carmen by Georges Bizet PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Background
More information